comparing the effectiveness of face-to-face and e-learning
TRANSCRIPT
PowerPoint PresentationBelgian Nuclear Research Centre L. Van
Puyvelde, T. Clarijs, N. Belmans, M. Coeck
Comparing the effectiveness of face-to-face and e-learning modules in radiation protection
• SCK CEN Academy • Compared training formats • Implementation of e-learning • Aim and method of the study • Perception study • Effectivity study • Summary
2
Outline
SCK CEN Academy
• SCK CEN: international player in the field of nuclear R&D • Located: Mol, Belgium • Mission:
• Three major scientific research areas • Nuclear materials sciences • Advanced nuclear systems • Environment, health and safety
• Services towards industry, healthcare, government • Education and training
Building of nuclear competences is key to SCK CEN SCK CEN Academy: coordinates E&T activities
3
Training program in radiation protection and safety Obligatory for new employees Three languages (Dutch, French, English)
Original face-to-face learning • function dependent (3 h (non-exposed) or 8 h (exposed))
Converted to blended learning • E-learning (e-l): 2-3 h, pre-quiz, 4 modules, post-quiz • Face-to-face (ftf): function dependent (1 h or 1 h 45 min)
SCK CEN specific content + practice
4
Implementation of e-learning
• Using effective learning methods is crucial for high learning efficiency 1,2
• Main requirement: user-centricity 3
[1] E-learning and the science of instructions, R. C. Clark, R.E. Mayer, Pfeiffer (Third Edition) (2011) [2] Does e-learning work? What the scientific research says W. Thalheimer (2017) [3] Consultancy The Tipping Point 30/01/2017
6
intermediate and end quizes, feedback
relevance include intro, separate extra info recognizability, build upon back ground fixed order support with multimedia video, graphics, synchronized text adjust language avoid technical terms, colloquial language limited attention span 30-45 min, shortened training
ftf
2
1.5
2
1.5
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
1
Legislation, dynamic risk management and safety culture at SCK CEN
1.5
0.75
0.75
Total
3.5
Total
4.5
3.5
4.5
Basis opleiding
Met dosimeter
1
1
0.75
positive encouragement
choices (own path), progress on outline, intermediate and end quizes, feedback
relevance
fixed order
limited attention span
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
intermediate and end quizes, feedback relevance include intro, separate extra info
recognizability, build upon back ground fixed order support with multimedia video, graphics, synchronized text
adjust language avoid technical terms, colloquial language
limited attention span 30-45 min, shortened training
ftf
2
1.5
2
1.5
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
1
Legislation, dynamic risk management and safety culture at SCK CEN
1.5
0.75
0.75
Total
3.5
Total
4.5
3.5
4.5
Basis opleiding
Met dosimeter
1
1
0.75
positive encouragement
choices (own path), progress on outline, intermediate and end quizes, feedback
relevance
fixed order
limited attention span
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
intermediate and end quizes, feedback relevance include intro, separate extra info
recognizability, build upon back ground fixed order support with multimedia video, graphics, synchronized text
adjust language avoid technical terms, colloquial language
limited attention span 30-45 min, shortened training
8
ftf
2
1.5
2
1.5
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
1
Legislation, dynamic risk management and safety culture at SCK CEN
1.5
0.75
0.75
Total
3.5
Total
4.5
3.5
4.5
Basis opleiding
Met dosimeter
1
1
0.75
positive encouragement
choices (own path), progress on outline, intermediate and end quizes, feedback
relevance
fixed order
limited attention span
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
Introduction of radioactivity, applications, dosimetry and biological effects
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
Total
Basis opleiding
Met dosimeter
1
1
0.75
4.5
4.5
8.25
9
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
intermediate and end quizes, feedback relevance include intro, separate extra info
recognizability, build upon back ground fixed order support with multimedia video, graphics, synchronized text
adjust language avoid technical terms, colloquial language
limited attention span 30-45 min, shortened training
ftf
2
1.5
2
1.5
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
1
Legislation, dynamic risk management and safety culture at SCK CEN
1.5
0.75
0.75
Total
3.5
Total
4.5
3.5
4.5
Basis opleiding
Met dosimeter
1
1
0.75
positive encouragement
choices (own path), progress on outline, intermediate and end quizes, feedback
relevance
fixed order
limited attention span
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
intermediate and end quizes, feedback relevance include intro, separate extra info
recognizability, build upon back ground fixed order support with multimedia video, graphics, synchronized text
adjust language avoid technical terms, colloquial language
limited attention span 30-45 min, shortened training
ftf
2
1.5
2
1.5
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
1
Legislation, dynamic risk management and safety culture at SCK CEN
1.5
0.75
0.75
Total
3.5
Total
4.5
3.5
4.5
Basis opleiding
Met dosimeter
1
1
0.75
positive encouragement
choices (own path), progress on outline, intermediate and end quizes, feedback
relevance
fixed order
limited attention span
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
intermediate and end quizes, feedback relevance include intro, separate extra info
recognizability, build upon back ground fixed order support with multimedia video, graphics, synchronized text
adjust language avoid technical terms, colloquial language
limited attention span 30-45 min, shortened training
ftf
2
1.5
2
1.5
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
1
Legislation, dynamic risk management and safety culture at SCK CEN
1.5
0.75
0.75
Total
3.5
Total
4.5
3.5
4.5
Basis opleiding
Met dosimeter
1
1
0.75
positive encouragement
choices (own path), progress on outline, intermediate and end quizes, feedback
relevance
fixed order
limited attention span
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
Implementation of e-learning
1. Evaluate the e-learning on radiation protection and safety
Kirkpatrick’s framework:
13
Kirkpatrick’s framework:
2. Compare with the original face-to-face training pre-and post quiz
14
Level 2: learning effectivity study: pre-and post quiz
Note: Difficult to compare literature studies: details of learning methods are not always provided
• Feedback of 40 trainees on online survey • Feedback/suggestions depended on background of learners
15
• Feedback of 40 trainees on online survey • Feedback/suggestions depended on background of learners
• 86 % rated the e-l as good or excellent
16
• Feedback of 40 trainees on online survey • Feedback/suggestions depended on background of learners
• 86 % rated the e-l as good or excellent
• > 1/3 rated the e-l as extremely or slightly more effective compared to ftf
17
Results perception study
• E-l is preferred format (40-55 %) + -> flexible + own speed - -> no contact (teacher, trainees)
18
Results perception study
• E-l is preferred format (40-55 %) + -> flexible + own speed - -> no contact (teacher, trainees)
• Duration of 30-45 min was appropriate
19
Results perception study
• E-l is preferred format (40-55 %) + -> flexible + own speed - -> no contact (teacher, trainees)
• Duration of 30-45 min was appropriate
• Laptop, desktop preferred devices
Results perception study
• E-l is preferred format (40-55 %) + -> flexible + own speed - -> no contact (teacher, trainees)
• Duration of 30-45 min was appropriate
• Laptop, desktop preferred devices
• 55 % would revisit the e-l (yes: refreshment, no: online search is faster) 21
Results perception study
• Identical pre and after questionnaire of 10 questions • Different questions for Dutch, English and French session
22
Results effectivity study
• Identical pre and after questionnaire of 10 questions • Different questions for Dutch, English and French session • Total answers: e-l 54, ftf 34, difference in background of learners
23
Results effectivity study
• Identical pre and after questionnaire of 10 questions • Different questions for Dutch, English and French session • Total answers: e-l 54, ftf 34, difference in background of learners
• Analysis of significance (Wilcoxon matched-pairs test, Paired t-test) and normality (Anderson-Darling test)
24
Face-to-face training N= 34, P< 0.0001
26
Face-to-face training N= 34, P< 0.0001
27
E-learning No/ with scientific background N= 13/41 P < 0.05
Face-to-face training No/ with scientific background N= 20/14 P < 0.05
28
E-learning No/ with scientific background N= 13/41 P < 0.05
Face-to-face training No/ with scientific background N= 20/14 P < 0.05
Largest gain: - for group having no scientific background - in e-learning
• Study on learning formats of the ‘Radiation protection and safety training’ for new SCK CEN employees
• Two learning formats, same content: e-learning and face-to-face training • Kirkpatrick (1) evaluation on reaction (survey) and (2) learning (pre/post test)
29
Summary
• Study on learning formats of the ‘Radiation protection and safety training’ for new SCK CEN employees
• Two learning formats, same content: e-learning and face-to-face training • Kirkpatrick (1) evaluation on reaction (survey) and (2) learning (pre/post test)
• Reaction: e-l well received due to flexibility and design • Learning: knowledge gain in both formats
Highest: • for e-l format high efficiency instructional design is key • for employees without scientific background
e-learning would allow personal learning paths
30
Summary
• Study on learning formats of the ‘Radiation protection and safety training’ for new SCK CEN employees
• Two learning formats, same content: e-learning and face-to-face training • Kirkpatrick (1) evaluation on reaction (survey) and (2) learning (pre/post test)
• Reaction: e-l well received due to flexibility and design • Learning: knowledge gain in both formats
Highest: • for e-l format high efficiency instructional design is key • for employees without scientific background
e-learning would allow personal learning paths
31
Summary
Classroom training remains important
• Skills • Attitudes
Copyright © SCK CEN, 2021 All property rights and copyright are reserved.
This presentation contains data, information and formats for dedicated use only and may not be communicated, copied, reproduced, distributed or cited without the explicit written permission of SCK CEN.
If this explicit written permission has been obtained, please reference the author, followed by ‘by courtesy of SCK CEN’.
Any infringement to this rule is illegal and entitles to claim damages from the infringer, without prejudice to any other right in case of granting a patent or registration in the field of intellectual property.
SCK CEN Studiecentrum voor Kernenergie
Centre d'Etude de l'Energie Nucléaire Belgian Nuclear Research Centre
Stichting van Openbaar Nut Fondation d'Utilité Publique Foundation of Public Utility
Registered Office: Avenue Herrmann-Debrouxlaan 40 - 1160 BRUSSELS - Belgium Research Centres: Boeretang 200 - 2400 MOL - Belgium
Chemin du Cyclotron 6 -1348 OTTIGNIES-LOUVAIN-LA-NEUVE - Belgium
32
Comparing the effectiveness of face-to-face and e-learning modules in radiation protection
Outline
Summary
Summary
Summary
Comparing the effectiveness of face-to-face and e-learning modules in radiation protection
• SCK CEN Academy • Compared training formats • Implementation of e-learning • Aim and method of the study • Perception study • Effectivity study • Summary
2
Outline
SCK CEN Academy
• SCK CEN: international player in the field of nuclear R&D • Located: Mol, Belgium • Mission:
• Three major scientific research areas • Nuclear materials sciences • Advanced nuclear systems • Environment, health and safety
• Services towards industry, healthcare, government • Education and training
Building of nuclear competences is key to SCK CEN SCK CEN Academy: coordinates E&T activities
3
Training program in radiation protection and safety Obligatory for new employees Three languages (Dutch, French, English)
Original face-to-face learning • function dependent (3 h (non-exposed) or 8 h (exposed))
Converted to blended learning • E-learning (e-l): 2-3 h, pre-quiz, 4 modules, post-quiz • Face-to-face (ftf): function dependent (1 h or 1 h 45 min)
SCK CEN specific content + practice
4
Implementation of e-learning
• Using effective learning methods is crucial for high learning efficiency 1,2
• Main requirement: user-centricity 3
[1] E-learning and the science of instructions, R. C. Clark, R.E. Mayer, Pfeiffer (Third Edition) (2011) [2] Does e-learning work? What the scientific research says W. Thalheimer (2017) [3] Consultancy The Tipping Point 30/01/2017
6
intermediate and end quizes, feedback
relevance include intro, separate extra info recognizability, build upon back ground fixed order support with multimedia video, graphics, synchronized text adjust language avoid technical terms, colloquial language limited attention span 30-45 min, shortened training
ftf
2
1.5
2
1.5
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
1
Legislation, dynamic risk management and safety culture at SCK CEN
1.5
0.75
0.75
Total
3.5
Total
4.5
3.5
4.5
Basis opleiding
Met dosimeter
1
1
0.75
positive encouragement
choices (own path), progress on outline, intermediate and end quizes, feedback
relevance
fixed order
limited attention span
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
intermediate and end quizes, feedback relevance include intro, separate extra info
recognizability, build upon back ground fixed order support with multimedia video, graphics, synchronized text
adjust language avoid technical terms, colloquial language
limited attention span 30-45 min, shortened training
ftf
2
1.5
2
1.5
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
1
Legislation, dynamic risk management and safety culture at SCK CEN
1.5
0.75
0.75
Total
3.5
Total
4.5
3.5
4.5
Basis opleiding
Met dosimeter
1
1
0.75
positive encouragement
choices (own path), progress on outline, intermediate and end quizes, feedback
relevance
fixed order
limited attention span
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
intermediate and end quizes, feedback relevance include intro, separate extra info
recognizability, build upon back ground fixed order support with multimedia video, graphics, synchronized text
adjust language avoid technical terms, colloquial language
limited attention span 30-45 min, shortened training
8
ftf
2
1.5
2
1.5
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
1
Legislation, dynamic risk management and safety culture at SCK CEN
1.5
0.75
0.75
Total
3.5
Total
4.5
3.5
4.5
Basis opleiding
Met dosimeter
1
1
0.75
positive encouragement
choices (own path), progress on outline, intermediate and end quizes, feedback
relevance
fixed order
limited attention span
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
Introduction of radioactivity, applications, dosimetry and biological effects
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
Total
Basis opleiding
Met dosimeter
1
1
0.75
4.5
4.5
8.25
9
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
intermediate and end quizes, feedback relevance include intro, separate extra info
recognizability, build upon back ground fixed order support with multimedia video, graphics, synchronized text
adjust language avoid technical terms, colloquial language
limited attention span 30-45 min, shortened training
ftf
2
1.5
2
1.5
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
1
Legislation, dynamic risk management and safety culture at SCK CEN
1.5
0.75
0.75
Total
3.5
Total
4.5
3.5
4.5
Basis opleiding
Met dosimeter
1
1
0.75
positive encouragement
choices (own path), progress on outline, intermediate and end quizes, feedback
relevance
fixed order
limited attention span
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
intermediate and end quizes, feedback relevance include intro, separate extra info
recognizability, build upon back ground fixed order support with multimedia video, graphics, synchronized text
adjust language avoid technical terms, colloquial language
limited attention span 30-45 min, shortened training
ftf
2
1.5
2
1.5
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
1
Legislation, dynamic risk management and safety culture at SCK CEN
1.5
0.75
0.75
Total
3.5
Total
4.5
3.5
4.5
Basis opleiding
Met dosimeter
1
1
0.75
positive encouragement
choices (own path), progress on outline, intermediate and end quizes, feedback
relevance
fixed order
limited attention span
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
intermediate and end quizes, feedback relevance include intro, separate extra info
recognizability, build upon back ground fixed order support with multimedia video, graphics, synchronized text
adjust language avoid technical terms, colloquial language
limited attention span 30-45 min, shortened training
ftf
2
1.5
2
1.5
Introduction to legislation, dynamic risk management and safety culture at SCK CEN
1
Legislation, dynamic risk management and safety culture at SCK CEN
1.5
0.75
0.75
Total
3.5
Total
4.5
3.5
4.5
Basis opleiding
Met dosimeter
1
1
0.75
positive encouragement
choices (own path), progress on outline, intermediate and end quizes, feedback
relevance
fixed order
limited attention span
REFRESH
Hertraining SCK CEN Medewerkers (om de 5 jaar te hertrainen; terug op leerplan na 4,5 jaar)
Refresh opleiding
Zonder dosimeter (CTS, ICT, CEK, COM)
Met dosimeter
Dosimetrie
0.75
Dosimetrie
0.75
(radioativiteit, biologische effecten,
Implementation of e-learning
1. Evaluate the e-learning on radiation protection and safety
Kirkpatrick’s framework:
13
Kirkpatrick’s framework:
2. Compare with the original face-to-face training pre-and post quiz
14
Level 2: learning effectivity study: pre-and post quiz
Note: Difficult to compare literature studies: details of learning methods are not always provided
• Feedback of 40 trainees on online survey • Feedback/suggestions depended on background of learners
15
• Feedback of 40 trainees on online survey • Feedback/suggestions depended on background of learners
• 86 % rated the e-l as good or excellent
16
• Feedback of 40 trainees on online survey • Feedback/suggestions depended on background of learners
• 86 % rated the e-l as good or excellent
• > 1/3 rated the e-l as extremely or slightly more effective compared to ftf
17
Results perception study
• E-l is preferred format (40-55 %) + -> flexible + own speed - -> no contact (teacher, trainees)
18
Results perception study
• E-l is preferred format (40-55 %) + -> flexible + own speed - -> no contact (teacher, trainees)
• Duration of 30-45 min was appropriate
19
Results perception study
• E-l is preferred format (40-55 %) + -> flexible + own speed - -> no contact (teacher, trainees)
• Duration of 30-45 min was appropriate
• Laptop, desktop preferred devices
Results perception study
• E-l is preferred format (40-55 %) + -> flexible + own speed - -> no contact (teacher, trainees)
• Duration of 30-45 min was appropriate
• Laptop, desktop preferred devices
• 55 % would revisit the e-l (yes: refreshment, no: online search is faster) 21
Results perception study
• Identical pre and after questionnaire of 10 questions • Different questions for Dutch, English and French session
22
Results effectivity study
• Identical pre and after questionnaire of 10 questions • Different questions for Dutch, English and French session • Total answers: e-l 54, ftf 34, difference in background of learners
23
Results effectivity study
• Identical pre and after questionnaire of 10 questions • Different questions for Dutch, English and French session • Total answers: e-l 54, ftf 34, difference in background of learners
• Analysis of significance (Wilcoxon matched-pairs test, Paired t-test) and normality (Anderson-Darling test)
24
Face-to-face training N= 34, P< 0.0001
26
Face-to-face training N= 34, P< 0.0001
27
E-learning No/ with scientific background N= 13/41 P < 0.05
Face-to-face training No/ with scientific background N= 20/14 P < 0.05
28
E-learning No/ with scientific background N= 13/41 P < 0.05
Face-to-face training No/ with scientific background N= 20/14 P < 0.05
Largest gain: - for group having no scientific background - in e-learning
• Study on learning formats of the ‘Radiation protection and safety training’ for new SCK CEN employees
• Two learning formats, same content: e-learning and face-to-face training • Kirkpatrick (1) evaluation on reaction (survey) and (2) learning (pre/post test)
29
Summary
• Study on learning formats of the ‘Radiation protection and safety training’ for new SCK CEN employees
• Two learning formats, same content: e-learning and face-to-face training • Kirkpatrick (1) evaluation on reaction (survey) and (2) learning (pre/post test)
• Reaction: e-l well received due to flexibility and design • Learning: knowledge gain in both formats
Highest: • for e-l format high efficiency instructional design is key • for employees without scientific background
e-learning would allow personal learning paths
30
Summary
• Study on learning formats of the ‘Radiation protection and safety training’ for new SCK CEN employees
• Two learning formats, same content: e-learning and face-to-face training • Kirkpatrick (1) evaluation on reaction (survey) and (2) learning (pre/post test)
• Reaction: e-l well received due to flexibility and design • Learning: knowledge gain in both formats
Highest: • for e-l format high efficiency instructional design is key • for employees without scientific background
e-learning would allow personal learning paths
31
Summary
Classroom training remains important
• Skills • Attitudes
Copyright © SCK CEN, 2021 All property rights and copyright are reserved.
This presentation contains data, information and formats for dedicated use only and may not be communicated, copied, reproduced, distributed or cited without the explicit written permission of SCK CEN.
If this explicit written permission has been obtained, please reference the author, followed by ‘by courtesy of SCK CEN’.
Any infringement to this rule is illegal and entitles to claim damages from the infringer, without prejudice to any other right in case of granting a patent or registration in the field of intellectual property.
SCK CEN Studiecentrum voor Kernenergie
Centre d'Etude de l'Energie Nucléaire Belgian Nuclear Research Centre
Stichting van Openbaar Nut Fondation d'Utilité Publique Foundation of Public Utility
Registered Office: Avenue Herrmann-Debrouxlaan 40 - 1160 BRUSSELS - Belgium Research Centres: Boeretang 200 - 2400 MOL - Belgium
Chemin du Cyclotron 6 -1348 OTTIGNIES-LOUVAIN-LA-NEUVE - Belgium
32
Comparing the effectiveness of face-to-face and e-learning modules in radiation protection
Outline
Summary
Summary
Summary